SEGMENTAL LESSON PLAN – 50 50 minutes 1) Students
My target learners are Undergraduates in their English Literature freshman year program. Their ages range from 18 to 20 years old. Their reading and writing skills are good but their listening and speaking skills are below average. They are learning English as a Second language. This segmental lesson plan is for 50 minutes. There are 18 to 20 students in the class. 2) Goals of the Lesson
Students will be able to recognize the sounds through effective listening practice and should be able to exact and understand the pronunciation of sounds /l/ and /r/. (I have not included environment in the goals of this lesson plan since my students are still learning only basics of pronunciation). 3) Materials and Equipment
Displaying projector for song and sound description, Worksheets, display cards, Lyrics Script & Cue Cards 4) Lesson Plan This lesson plan is divided into four P’s: Preparation, Presentation, Practice and Production to facilitate each activity carried out in the classroom Lesson Planning – Time Time – Activities
Script of Teacher and Students and Description of Activities
Preparation: 5 to 7 minutes
Teacher: Good morning Students! How you all are doing? Students: Good morning! We are good. How are you? Teacher: I am good too. Today we are going to work on two new consonant sounds, /l/ and /r/ they belong to same category ‘Liquids’ but they are different from one another. Are you ready? Students: Yes, Ma’am.
Warm up and Objectives
Students will be sitting in pairs. Since their listening skill is still in beginning stage, students will be facilitated with script of the poem.
Teacher will play ‘London Bridge is falling down, my Fair Lady”, it is a 2 minutes poem with video and subtitles. (Appendix A)
Teacher: Did you like the poem? Students: Yes. Teacher: Please underline the words containing /l/ and /r/ sounds. Students will underline following words.
L yrics yri cs L ondo ndon Br B r i dge F all F ai r L ady Build Bui ld C lay lay wi ll Br B r i cks mo mor tar tar I r on Stee Steel Si lver lver G old
Presentation: 10 minutes (5+5)
Now teacher will pronounce each word by putting special exaggeration on /l/ and /r/ sounds and asking students to do same.
Description and Analysis (5 minutes)
Teacher: Can you feel any difference with both sounds? Students: Yes, for /l/ the tip touches the back of teeth. Teacher: Yes, but you cannot explain it because for /r/ sound there is no evident contact between articulators. Now teacher will show them the articulation of both sounds /l/ and /r/ using this website. http://soundsofspeech.uiowa.edu/english/english.html Students will understand the articulation of both sounds.
Teacher: Let’s start our recognition of sounds. Listening Discrimination (5 minutes) Teacher will turn her back to students and instruct them that they should raise the display card o f the word they hear. Teacher will pronounce following minimal pairs randomly (with no special exaggeration) and check the responses by looking back each time.
Glamour grammar leader reader law raw collect correct clown crown clash crash fleas freeze lime rhyme leech reach jelly jerry Practice: 15 minutes (5+10)
Controlled Practice 5 minutes
Teacher: Let’s practice these sounds in real time context. Teacher: Let’s check some tongue twisters. Students: YES! Now Teacher will initiate control practice. As this can get tricky pronouncing within time frame, teacher will already bring an audio version of these tongue twisters in her own clear and easy to understand voice with special exaggeration on required feature.
Teacher will distribute the worksheet and play the six tongue twisters containing /l/ and /r/ sound and let their students pick the word. 1. Collecting/Correcting the corrections/Collections is the role/roar of the elderly/orderly. 2. There are free/flee fleas/freeze for all royal/loyal royalty/loyalty. (Rest of worksheet Appendix B)
Guided Practice 10 minutes (Pair work)
Teacher will provide the two complementary handouts to each pair of students to practice the communication of dialogues. Activity: My partner’s Calendar. (Appendix C) Teacher will provide one cue dialogue example: T: What are you going to in January? (pointing to cue card) T: I am going to classical drama ballet dance. Now students will follow the instructions and complete the cue card.
Production: 10 to 12 minutes
Now teacher will provide students a flash card containing following words.
Communication practice (Pair work) Teacher independent task. Teacher will simply monitor the pronunciation, there is no active role of teacher in this activity.
Red, purple, brown, green, gray, black, blue, yellow, copper, silver, maroon, orange, eraser, dress, belt, pencil, violet, class, friend, little, tall, hardworking, intelligent, late, grade, table, board, chair, lives, likes, rides, writes My Mysterious Classmate. Every person in the pair will take turns to pick any person from class to describe him/her using above words. (Since this is not a guided or control practice, every pair in the class will have entirely different set of
sentences from each other, no examples will be given) This is assumed conversation. S1: My Mysterious classmate has blue eyes, green pencil and black dress. S2: Is that person girl or boy? S1: It’s a girl. S2: Is it Ariella? S1: No! You lost, now it’s my turn. Feedback / Assignment: 5 to 6 minutes Now students will be randomly assessed by few of these humorous sentences said by teacher. Example: T: Is dog a loyal animal or royal animal? S: Dog is a royal animal. T: Do you hate lies or do you hate rice? S: (Depends) T: Do you like to steal the car or steer the car? S: I like to steer the car. T: Your belly is full with berries or Your berry is full with bellies? S: My belly is full with berries! T: Do you blush in the morning or Do you brush in the morning? S: I brush in the morning! Now for homework students will be given a list of ten new minimal pairs containing /l/ and /r/ to use them in the sentences for further practice and b ring their audio recorded voice in the next class.
Appendix A https://www.youtube.com/watch?v=xaXCf_ fPD2k Lyrics: London Bridge is falling down, Falling down, falling down, London Bridge is falling down. My fair lady. Build it up with wood and clay, Wood and clay, wood and clay, Build it up with wood and clay. My fair lady. Wood and clay will wash away, Wash away, wash away, Wood and clay will wash away. My fair lady. Build it up with bricks and mortar, Bricks and mortar, bricks and mortar. Build it up with bricks and mortar, My fair lady.
(Let's fix that bridge!) (Clap your hands!) Bricks and mortar will not stay, Will not stay, will not stay. Bricks and mortar will not stay, My fair lady. Build it up with iron and steel, Iron and steel, iron and steel. Build it up with iron and steel, My fair lady. Iron and steel with bend and bow, Bend and bow, bend and bow. Iron and steel will bend and bow, My fair lady. Build it up with silver and gold, Silver and gold, silver and gold. Build it up with silver and gold, My fair lady. London Bridge is falling down, Falling down, falling down. London Bridge is falling down, My fair lady.
Appendix B This worksheet is adopted from http://international.okanagan.bc.ca/pronunciation/eslp025unit03.pdf and is modified for the convenience of the students. Worksheet for Controlled Practice Circle the word you listen. 1. Climbing crimes are lures for crowded clowns/clouded crowns. 2. There are free fleas / flee freeze for all the loyal royalty/royal loyalty. 3. It's the right light/light right with the glimmer/grimmer in the mirror/miller. 4. Collecting/correcting the corrections/collection is the role/roar of the elderly/orderly. 5. Are Roland/Lolland and Sally/Sorry rallying here in the rain/lane? 6. Jerry's belly- jerry / Jelly’s berry-jelly really rankled his broiling/boiling belly. Audio Version: 1. Climbing crimes are lures for crowded clowns. 2. There are free fleas for all the loyal royalty. 3. It's the right light with the glimmer in the mirror. 4. Collecting the corrections is the role of the elderly. 5. Are Roland and Sally rallying here in the lane? 6. Jerry's belly-jerry really rankled his broiling belly.
Appendix C Guided Practice: Pair Practice for /l/ and /r/ Student 1: Cue Card Example: S1: What are you going to do in December? S2: I am going to travel to California. Choose from following box for asking questions from your partner. What are you going to do in _______________?
February
April June August
October
December
January - go to classical drama ballet dance. March – travel in Ireland. May – write an article for a journal. July – take the children to Orlando for Disneyland. September – go on a tour to Sri Lanka. November – watching cricket being played in Netherlands. ______________________________________________________________________________
Student 2: Cue Card Example: S2: What are you going to do in January? S1: I am going to classical drama ballet. Choose from following box for asking questions from your p artner. What are you going to do in _______________?
January March May July September November
February – volunteer at library. April – work at the local gallery. June – take a long trip to England and France. August – applying for scholarship in Brazil. October – visit jewelry hub of the world – Bulgaria. December – travel to California. Adopted from Sounds Great book one and modified for the convenience of students.
Display Cards: Selected from https://www.englishclub.com/pronunciation/minimal-pairs-l-r.htm
Glamour
Grammar
Leader
Reader
Law
Raw
Collect
Correct
Clown
Clash
Fleas
Freeze
Lime
Rhyme
Leech
Reach
Jelly
Jerry
